Grade

Developed by
Jodene Smith
 Table of Contents
Introduction and Research . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Contents of the Teacher Resource CD. . . . . . . . . . . . . 208

Introduction and Research

The Need for Practice
In order to be successful in today’s mathematics classroom, students must deeply understand
both concepts and procedures so that they can discuss and demonstrate their understanding.
Demonstrating understanding is a process that must be continually practiced in order for
students to be successful. According to Marzano (2010, 83), “practice has always been, and
will always be, a necessary ingredient to learning procedural knowledge at a level at which
students execute it independently.” Practice is especially important to help students apply
their concrete, conceptual understanding to a particular procedural skill.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess
students’ understanding of mathematical procedures, terms, concepts, and reasoning
(Kilpatrick, Swafford, and Findell 2001). This is important so that teachers can adequately
address students’ misconceptions, build on their current understanding, and challenge them
appropriately.

Assessment is a long-term process that often involves careful analysis of student responses
from a lesson discussion, project, practice sheet, or test. When analyzing the data, it is
important for teachers to reflect on how their teaching practices may have influenced
students’ responses and to identify those areas where additional instruction may be required.
In short, the data gathered from assessments should be used to inform instruction: slow
down, speed up, or reteach. This type of assessment is called formative assessment and is
used to provide a seamless connection between instruction and assessment (McIntosh 1997).

© Shell Education #50804—180 Days of Math for First Grade 3

 How to Use This Book
180 Days of Math for First Grade offers teachers and parents a full page of daily mathematics
practice activities for each day of the school year.

Easy to Use and Standards-Based

These activities reinforce grade-level skills across a variety of mathematical concepts. The
questions are provided as a full practice page, making them easy to prepare and implement
as part of a classroom morning routine, at the beginning of each mathematics lesson, or as
homework.

Every first-grade practice page provides 8 questions, each tied to a specific mathematical
concept. Students are given the opportunity for regular practice in each mathematical
concept, allowing them to build confidence through these quick standards-based activities.

Question Mathematics Concept NCTM Standards

Understands numbers, ways of representing numbers,
1 Number Sense
relationships among numbers, and number systems

2 Addition Understands meanings of operations and how they relate

to one another; Computes fluently and makes reasonable
estimates; Develops and uses strategies for whole-number
3 Subtraction computations, with a focus on addition and subtraction

Understands patterns, relations, and functions; Models

4 Algebraic Thinking
5 Geometry
6 Measurement
7 Data Analysis
Word Problem/Logic Problem or
8 solving; Solves problems that arise in mathematics and in
Mathematical Reasoning
situations that involve the addition and subtraction of
whole numbers, using objects, pictures, and symbols
Analyzes characteristics and properties of two-
dimensional and three-dimensional geometric shapes
and develops mathematical arguments about geometric
relationships; Describes attributes and parts of two- and
three-dimensional shapes
Understands measurable attributes of objects and the
units, systems, and processes of measurement; Recognizes
the attributes of length, volume, weight, area, and time
Formulates questions that can be addressed with data and
collects, organizes, and displays relevant data to answer
them
Builds new mathematical knowledge through problem
other contexts

Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM).
NCTM does not endorse the content or validity of these alignments.

4 #50804—180 Days of Math for First Grade © Shell Education

 How to Use This Book (cont.)

Using the Practice Pages

As outlined on page 4, every question is aligned to a mathematics concept and standard.

Practice pages provide

52
DAY

instruction and assessment

opportunities for each day Name: _____________________________________
of the school year.
Directions Solve each problem.
SCORE

1.
1. Write the number 6. Circle the object
before and after 61. that weighs less.
Each question ties student Before Number After

practice to a specific 2. 61

mathematics concept.
3.
2. 3 + 5 =
7. Favorite Weekend
4. Activity
Play Video
3. 5 Games
– 1
5. Read

Play with
Toys
6. How many children
4. Continue the like to play with toys
pattern. best?
7. 10 20 30 40 _____
______________________

8. 5. Count the sides. 8. I am a number

you say when you
________________ sides count by 10s. I
____ / 8 am more than 20
Total and less than 40.
What number am I?

______________________

62 #50804—180 Days of Math for First Grade © Shell Education

Using the Scoring Guide

Use the scoring guide along the side of each practice page to check answers and see at a
glance which skills may need more reinforcement.

Fill in the appropriate circle for each problem to indicate correct ( ) or incorrect ( )  

responses. You might wish to indicate only incorrect responses to focus on those skills.
(For example, if students consistently miss numbers 2 and 6, they may need additional help
with those concepts as outlined in the table on page 4.) Use the answer key at the back of
the book to score the problems, or you may call out answers to have students self-score or
peer‑score their work.
© Shell Education #50804—180 Days of Math for First Grade 5
 14
DAY

Name:______________________________________

Directions Solve each problem.

SCORE

1._
1. Write the number 6. What time is it?
before and after 20.
______________ o’clock
Before Number After
11 12 1
2._ 20 10 2
9 3
8 4

2. Add. 7 6
5

3._

7. Favorite Weekend Activity

Play Video
4._
Games
+ =
Read

5._ Play with

3. Subtract.
Toys

How many chose

6._ reading as their
– = favorite weekend
activity?
7._
4. Write the missing
______________________
sign.
8._
3 1=2
8. DeShawn had 4
crackers. He ate 2.
____ / 8
5. Draw a line of
How many crackers
symmetry.
Total does he have left?

______________________

24 #50804—180 Days of Math for First Grade © Shell Education

 159
DAY

Name:______________________________________

Directions Solve each problem.

SCORE

1. About how many 6. Record the length.

1._
chairs are in a
classroom? Circle
one:
2._
20 100 ____________ crayons
Awards Won
7. 6
2. 1 5 3._
3

Number of Awards
4
+ 8
3
4._
2
1
0
5._

Rory
Paul

Chu
Sue

3. 20 – 0 =
Name
6._
4. 8
If Paul wins 2 more
+ awards, who will

have won the most 7._
10 awards?

5. Draw a shape ______________________ 8._

with 8 sides.
8. Randy will be 10
in 4 years. How
old is Randy now? ____ / 8
Total

______________________

© Shell Education #50804—180 Days of Math for First Grade 169